Explicit Teaching Approach in Mathematics for Multigrade Classes of Matnog District

Abstract

Multi-grade teaching remains a structural necessity in geographically isolated and sparsely populated communities, yet it presents complex instructional challenges, particularly in Mathematics. This study examined the implementation of the Explicit Teaching Approach (ETA) in multi-grade Mathematics classes (Grades III and IV) in Matnog District during School Year 2016–2017. Using a descriptive qualitative research design supported by descriptive statistics, data were gathered through classroom observations, a unified lesson plan intervention, teacher profile documentation, and a Focus Group Discussion (FGD). Five multi-grade teachers and 115 pupils participated in the study. Findings revealed that all teachers consistently demonstrated the core components of ETA, including review of prior knowledge, clear articulation of objectives, step-by-step modeling, guided practice, independent practice, continuous monitoring, and timely lesson pacing. Variations were observed in motivational strategies, ICT integration, and classroom management techniques. Thematic analysis of teacher feedback identified four dominant themes: instructional clarity, time efficiency, learner accessibility, and improved classroom scheduling. While ETA proved structurally appropriate and effective in organizing dual-grade instruction, disparities in classroom infrastructure—particularly the lack of electricity and instructional resources in some schools—posed limitations to equitable implementation. The study concludes that ETA is a feasible and practical instructional framework for multi-grade Mathematics classes when supported by structured lesson planning and continuous professional development. A proposed guide for ETA-based lesson development in multi-grade settings was formulated to institutionalize effective practices and enhance instructional consistency across rural schools.